Download DRAFT Gavin-Henrick-A look at how

A LOOK AT HOW
COMPETENCIES CAN
BE USED IN COURSES
Although it is abstract to many, competencies are becoming more and more used in workplace
employee job descriptions and often help drive the training path for the employee.
A Competency is the ability of to do a specific task correctly. Each of these competencies are usually
further defined as a set of behaviours that enable the identification, development and assessment of
the behaviours and competency in an individual. Competencies are often grouped into specific
domains making a 3 tier system:
Domain -> Competency -> Behaviour.
This presentation will have a look at different approaches taken in two courses as to how
competencies were defined, used and measured and reported on.
Gavin Henrick
Learning Technology Services
Overview
• Key competencies for sales representatives – CPSA
• ATD World-Class sales competency model
• ICE Competencies models
• Programming Competency Based Education
• Professional competences for teachers
• CMALT and UK Professional Standards Framework
• RCSI Masters of Pharmacy
KEY COMPETENCIES FOR
SALES REPRESENTATIVES
Example Framework cpsa.com 2003
Key Competencies for Sales Reps 1
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I. Account Management
II. Business Acumen
III. Communication
IV. Consultative Selling Skills
V. Knowledge Management
VI. Customer Value Creation
VII. Local Area/Regional Marketing
VIII. Product & Technical Knowledge
IX. Relationship Building
X. Sales & Technology
XI. Sales Administration
XII. Self Development
XIII. Strategic Sales Planning
XIV. Time & Territory Management
Source www.cpsa.com
Key Competencies for Sales Reps 2
Account Management
• Develop Account Plan
• Connect And Navigate
• Build The “Value Case”
• Implement and Operationalize
Key Competencies for Sales Reps 3
Develop Account Plan
• Build Account Profile
• Complete Sales Opportunity Analysis
• Develop Your Sales Strategy
• Develop Sales Tactics
Key Competencies for Sales Reps 4
Build Account Profile
• Identify business drivers (vision, key strategies,
objectives, including e-business strategy)
• Research account history
• Complete a win/loss analysis
• Review the organization chart
• Complete stakeholder analysis and analysis of key
relationships
• Review current share of customer and competitor’s share
of customer
• Analyze customer interaction points (i.e. channel analysis)
ATD WORLD-CLASS SALES
COMPETENCY MODEL
Example Framework ATD
World-Class Sales Competency Model
ICE CORE COMPETENCIES
Intercontinental Exchange's Core
competencies
ICE Core Competencies
Teamwork
• Offers assistance to colleagues; is widely regarded and
respected as someone to go to for help
• Collaborates and interacts without regard to title, level or
position
• Fosters friendly and cooperative relationships
• Shares knowledge and mentors staff; works to develop others’
knowledge as well as own
• Gives and shares credit as appropriate
• Contributes to recruiting and training efforts of others, including
candidate referrals, job interviews and mentoring
• Attends and participates in company and department level
functions inside and outside of the office
ICE – Functional Competencies
• Operations
• Sales and Marketing
• Technology
• Business Support
• Product Development
ICE – Product Development
• Technical Knowledge
• Productivity and Quality
• Design and Innovation
ICE - Product - Design
Design and Innovation
• Creates achievable goals on all levels including
functionality, scalability, performance, quality and
simplicity
• With limited direction and input, effectively designs
completely new solutions where nothing existed prior
• Looks to improve and integrate existing solutions and to
develop new and creative solutions
• Identifies and effectively applies emerging technologies
PROGRAMMING
Virginia CTE Resource Center –
Competency System for Programming course 2015
Programming Competency List
• Personal Qualities and People Skills
• Professional Knowledge and Skills
• Technology Knowledge and Skills
• Examining All Aspects of an Industry
• Addressing Elements of Student Life
• Exploring Programming Concepts
• Using Algorithmic Procedures
• Implementing Programming Procedures
• Mastering Programming Fundamentals
• Developing Interactive Multimedia Applications
• Using Web Technology
• Preparing for Industry Certification
• Developing Employability Skills
Using Web Technology
• Explain how to locate resources and references to aid
program development.
• Evaluate the validity of sample code obtained from the
Internet and/or other sources.
• Develop a Web page, using HTML and/or JavaScript.
• Publish a program link on a Web page.
Explain how to locate resources and
references to aid program development.
Explanation should include
• the use of a variety of online and published sources (e.g.,
open-source Web sites, journal articles, online tutorials,
resource libraries) to access information about new
programming ideas, structures, and code applications
• the need for proper citation of all materials adopted from
other sources in the program documentation.
Record
Traditional letter or numerical grades do not provide
adequate documentation of student achievement in
competency-based education
Rating Scale
• Can teach others
• Can perform without supervision
• Can perform with limited supervision
• Can perform with supervision
• Cannot perform
PROFESSIONAL
COMPETENCES FOR
TEACHERS
General Teaching Council for Northern Ireland
Structure
27 competences broken into three areas:
• Professional Values and Practice
• Professional Knowledge and Understanding
• Professional Skills and Application
Phase exemplars
• initial teacher education
• induction
• early professional development
• continuing professional development, collaborative
practice and school improvement
Competence – the development continuum
The new competence statements are predicated upon the
notion that the achievement of competence is a
developmental process which, of necessity, transcends
early teacher education and continues throughout a
teacher’s career.
Monitor pupils’ progress
Initial: Monitor pupils’ progress through observation,
marking, targeted questioning, and discussion.
Induction: Monitor pupils’ progress through marking,
observation, targeted questioning, and discussion.
Early Prof. Dev: Monitor pupils’ progress with greater
responsiveness to their individual needs and with an
increasing impact on their progress.
CPD: Liaise with others to monitor pupils’ progress.
CMALT AND UK
PROFESSIONAL STANDARDS
FRAMEWORK
Association for Learning Technology
Overview
CMALT is a peer-based professional accreditation scheme
developed by ALT to enable people whose work involves
learning technology to:
• have their experience and capabilities certified by peers;
• demonstrate that they are taking a committed and serious
approach to their professional development.
Breakdown
• Areas of Activity
• Core knowledge
• Professional values
1. Operational Issues
2. Teaching, learning and / or assessment processes
3. The wider context
4. Communication
5. Specialist area
Professional values - extract
How to write CPD
Description: A brief description of what you have done
including a clear statement of your involvement, i.e. what
you have done;
Evidence: You must include evidence to support the
examples of CPD activities, directly within the portfolio, or
in a numbered appendix, or as a link;
Reflection: reflecting on what you learnt as a result of
doing it.
RCSI MASTERS IN
PHARMACY
An example of self and tutor assessed competencies
PSI Core Competency Framework
The Structure of the Framework
• Domain 1 – Professional Practice
• Domain 2 – Personal Skills
• Domain 3 – Supply of Medicines
• Domain 4 – Safe and Rational Use of Medicines
• Domain 5 – Public Health
• Domain 6 – Organisation and Management Skills
Compass Activity
1.1 Practises patient-centred care
1.1.1 Demonstrates a patient-centred approach to practice
1.1.2 Ensures patient safety and quality are at the centre of the
pharmacy practice
1.1.3 Educates and empowers the patient to manage their own health
and medicines
1.1.4 Acts as a patient advocate to ensure that patient care is not
jeopardised
1.1.5 Monitors the medicines and other healthcare needs of the patient
on a regular basis and makes recommendations for improvement to the
patient and other healthcare professionals as appropriate
1.1.6 Understands patients rights to receive safe and high quality
healthcare including pharmacy care and ensures that patient care
delivered reflects evidence-based practice
Rating System
Mark Ranking
Definition
Percentage
Range
n/a
Cannot
Not applicable in this training
establishment
n/a
1
Rarely
Very rarely meets the standard
expected. No logical thought process 0-20%
appears to apply
2
Sometimes
Much more haphazard than "mostly"
21-50%
3
Mostly
Implies standard practice with
occasional lapses
51-84%
4
Consistently
Demonstrates the expected standard
85-100%
practice with very rare lapses
Compass Activity - Assessment
• Student scores each
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behaviour in the
assessment
Tutors get alerted on
submission and
then score the student on
each
behaviour too
Both can see each others
scoring
Feedback is also enabled
for both
This is repeated for each
phase
Compass Activity – Visual Report
• In addition to tabular
view an interactive
graph report view is
available with drill
down capability for
Domain, Competency
and Behaviour
• Can compare student
vs tutor, different
phases to see visual
progression
Compass Activity – Final Report
STUDENT SKILLS
Consider skills that students really need when they
graduate
theguardian.com
The ten skills students really need when they graduate
• Business sense
• global mindset
• A language
• A squeaky clean digital footprint
• Office etiquette
• How to make a good cuppa
• Good with computers
• Teamwork
• Talking to people
• Positive attitude
From: http://www.theguardian.com/education/2014/feb/04/skills-graduatesneed-students-employability
Flux Report by Right Management
most important skills to develop in employees to drive
company growth
• Leadership skills 62%
• Management skills 62%
• Interpersonal skills 53%
• Innovation and creativity 45%
• Resilience 43%
• Technical/specialist skills 40%
• IT skills 40%
• Sales/marketing skills 32%
• Client management skills 24%
• Other/none of the above 4%
http://www.rightmanagement.co.uk/thought-leadership/research/the-flux-reportbuilding-a-resilient-workforce-in-the-face-of-flux.pdf
WHAT ABOUT MOODLE?
Moodle outcomes
• Can be set at site, or course level
• Can be assigned to an activity for grading
• Graded using a scale
• Can import/export in bulk
• Moodle Docs https://docs.moodle.org/29/en/Outcomes
Outcomes in a course
Outcomes in Gradebook
Outcomes in Gradebook
Outcomes Report
Outcomes - Grading
Competency based learning
Framework for competency-based education in Moodle
• Specification in Moodle Docs
https://docs.moodle.org/dev/Competency_Based_Educati
on
• Discussion on specification and requirements
https://moodle.org/mod/forum/discuss.php?d=316151
• Survey
https://docs.google.com/forms/d/1T4ScNUsWSqKkA4cVdXpO4R5dneaQ1vgcTtqnH-bCJM/viewform
Competency based learning – 101
• 1. Set up a competency framework
• Multiple levels possible
• 2. Set up Learning plan templates
• Assign competencies to plan
• 3. User can add evidence
• Can allocate competencies to evidence
FINAL THOUGHTS
In summary
• Competencies are used in multiple ways
• As assignments themselves
• As grading aspects of an assignment
• As part of a larger non technical learning practice
Contact Info
Gavin Henrick
Email: [email protected]
Blog: http://www.somerandomthoughts.com
Twitter: http://twitter.com/ghenrick